Sentences with phrase «income white peers»

Not exact matches

What they saw was sobering but not surprising: Despite attempts to close achievement gaps between students of color, immigrant students, and low - income students and their more affluent white peers, wide disparities persisted in student performance on state tests, graduation rates, school attendance, and college - going rates.

Because we know that when low - income children of color have access to high expectations, effective teachers, and quality schools, they can perform equally as well as their wealthy, white peers.

At the same time, gaps persist among students from low - income families and their more affluent peers, for English language learners, and for many minority students when compared with their Asian and white classmates.

Students from some racial - and ethnic - minority groups and those from low - income families enroll in college and succeed there at lower rates than their white, wealthier peers.

On average, African Americans, Latinos, and low - income students are still years behind white, Asian, and affluent peers.

The academic achievement gap for poorer youth is particularly pronounced for low - income African American and Hispanic children compared with their more affluent White peers.

But achievement gaps between students of color and white / Asian students and between low - income students and their wealthier peers (like our Long Islanders) are stark.

African Americans, Latinos and low - income students are still years behind white, Asian and affluent peers, on average.

n The report highlights data such as fourth grade reading scores, eighth grade math results and Kentucky's college - and career - readiness results showing a 30 percentage - point gap between students based on English language proficiency, a 25 percentage - point gap between African American and white students, a 20 percentage - point gap based on identified learning differences and also family income, and a 10 percentage - point gap between Hispanic students and their white peers.

Significantly higher percentages of low - income, black, and Hispanic students enter remedial education than their white or affluent peers.

First, although pre-K attendance has increased in the past two decades, rates of access to early education vary widely as a function of children's socioeconomic backgrounds: African American, Hispanic, and low - income children are less likely to access center - based early childhood education than their white and more affluent peers.

The findings underscore the national struggle to boost the college graduation rate for low - income students and students of color, who lag behind their wealthier, white peers.

The term «achievement gap» refers to the gap between the test scores of low - income students (or students of color) and their wealthier (or white) peers.

«Yet, at the same time, Connecticut has taken steps that prevent these poor and minority children from having viable public - school alternatives — knowingly depriving low - income and minority schoolchildren of the vital educational opportunities available to their more affluent and predominantly white peers.»

They reminded everyone how easy and routine it had been for schools to ignore disparities between at - risk students — those of color, from low - income families and with disabilities — and their white peers until No Child Left Behind required annual tests.

In 2009, Fryer identified five characteristics of successful charter schools that have made great strides in eliminating the achievement gap between low income minority students and their white peers.

This makes the new goal set by the major charter school networks, to grade themselves on the percentage of their students who go on to earn four - year college degrees in six years, all the more radical — especially given the fact that these networks educate low - income, minority students, whose college graduation rates pale in comparison to their more affluent white peers — a mere 9 percent earning degrees within six years, compared with 77 percent of students from high - income families as of 2015.

In addition, YES Prep's students are outperforming their higher income and white peers statewide in most cases — something very few, if any, other large urban school systems nationwide to date have achieved.

CEO Bill Kurtz (2011) explained why integration is part of the network's model: «All students — minority, white, high - income, and low - income — are far better prepared to succeed in college when they have been given the opportunity to learn and work with diverse peers.»

We hear a lot about the academic struggles of low - income students and students of color — particularly comparing them to their White and wealthier peers.

He also shared his concern that black, Latino, and low - income students still fall below their white and more affluent peers on measures of achievement, in large part due to inequitable access to resources, effective educators, and rigorous coursework.

Low - income students and students of color enroll in remediation at higher rates than their white and higher income peers.

Under Iowa's state ESSA plan, minority and low - income students «will have different — sometimes lower — goals than their white, affluent peers under.»

This year's NAEP results show persistent achievement gaps between students of color and from low income families and their peers who are White or from more affluent families.

Research shows that teachers of color help close achievement gaps for students of color and are highly rated by students of all races — a fact that is all the more relevant in light of persistent gaps between students of color and students from low income families and their peers who are White or from more affluent families.

As discussed above, the performance of black, Hispanic, low income, and ELL students is below the average for all students collectively and lags behind that of white peers as a group.

In particular, low - income students and students of color tend to benefit more from using a school voucher than their more affluent, white peers.

And then in 1957, as many of his white peers were developing a following, Lewis earned a New York City taxi license that he used to supplement his income through the late 1960s.

Although most probands were employed (83.7 %) and their median income was above that for white males in New York State (in 2007: $ 52 370), 24 they fared much more poorly economically than their non-ADHD peers.